1. Glottodidactics
Lesson 4

2. Glottodidactics Outline The early stage of L2 acquisition
the order of acquisition
variability in learner language
free variation
what is interlanguage?

3. The early stage of L2 acquisition
Glottodidactics
The early stage of L2 acquisition
1. A silent period
2. Begin-to-speak period, which has two characteristics:
a. use of formulas
b. simplification
3. “Begin-to-learn-grammar” period:
A. Acquisition order
B. sequence of acquisition

4. The Order of Acquisition
Glottodidactics
The Order of Acquisition
Identifying an accuracy order.
Definite accuracy order (irrespective of the learners` mother tongues, their age, whether or not they received formal language instruction)
Is L2 acquisition result of environmental factors or internal factors related to acquiring grammatical structure?
Researchers affirm that the order varies according to the learners` FL.

5. Glottodidactics L2 acquisition is systematic and universal.
Some linguistic characteristics (particularly grammatical ones) are easier to learn than others.
Learners naturally learn one characteristic before another:they must necessarily do so.
Sequence of acquisition can be altered through formal instruction.

6. Glottodidactics Variability in learner language
Learners vary in their use of L2 according to:
1. Linguistic context
2. situational context
3. psycholinguistic context
4. availability of planning time

7. Glottodidactics Free variation Some variability is free.
Learners sometimes use two or more forms.
Ex:  No look my card OR
Don`t look my card
(two negative sentences in close proximity)
It is possible for learners to be at different stages in sequence for different grammatical features.
Ex: a learner can be at the completion stage of past tense, but in free variation stage for articles a and the.

8. Glottodidactics What is interlanguage?
When we use a foreign language, we can make mistakes because of influence from our mother tongue, mistakes in pronunciation, grammar, and other levels of language, often called interference. This is why books in grammar and phonetics for foreign students with a particular mother tongue usually focus a lot on differences between the mother tongue – or L1 – and the target language – or L2 .

9. What is “interlanguage”
Glottodidactics
What is “interlanguage”
Interlanguage is a unique linguistic system that has six concepts.
• The learners produce a mental grammar. • The mental grammar can be influenced by inside (from the learners themselves, eg : error, mistakes) and from outside (environment). • The learners’ grammar changes depend on the knowledge the learners achieve when they learn the second language. The learners can delete the grammar rule, add the rule or reconstruct the rule.

10. Glottodidactics
The system learners construct contains variable rules that are considered mistakes that the learners produce in learning the second language.
The learners create their own strategy in learning the second language.
•The learners’ grammar will probably fossilize because it has stuck in the brain and very difficult to be removed by the learners.

11. Final considerations
These six concepts show how the second language takes place in the learners’ mind, but these don’t really explain what takes place in the learners’ brain.

12. Example of interlanguage
The typical case of the use of copula “be” in English by the NNS is mostly typified with the “missing copula” e.g. “they hungry”, this error happens not only to those who have differences (between their L1 and L2) but also happens to NS who acquire English as their first language.
In the use of auxiliary “be”, the cases vary due to the differences of mistakes done by the students, e.g. the missing of “be”, just in the case of “I singing”, or e.g. just in the sentence “birds was singing”.
However, some students are able to use the pattern correctly.

13. a. Ideas for correcting spoken English
Glottodidactics
EXTRA
Practice & debate
a. Ideas for correcting spoken English
b. Other common classroom problems and ……. how to solve them
Students are excessively dependent on the teacher
2. Continuous use of first-language in class